This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether participants knew a journal and viewed it as scholarly, (b) ratings of journal quality, (c) what factors influenced their ratings, and (d) demographic and scholarly productivity measures. There was a wide range of journals known by the participants and clear indicators of which journals had higher and lower perceived quality. There were differences in ratings between those employed at master’s and doctoral institutions and relationships between scholarly productivity and the number of journals known. The results provide strong indications of journal quality for those who have reasons to evaluate journals in physical education.
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Physical Education Pedagogy Faculty Perceptions of Journal Quality
Stephen Silverman, Pamela Hodges Kulinna, and Sharon R. Phillips
A Healthy Administrative Triad: Hiring, Evaluating, and Retaining Kinesiology Faculty
Jason R. Carter and Nancy Williams
Workshop titled “Hiring, Evaluating and Retaining Kinesiology Faculty” took place in Phoenix, AZ. Over 89 academic leaders from over 65 institutions attended the conference. In this issue of Kinesiology Review , professionals in the discipline of kinesiology summarize and expand on the content of their
Faculty Perceptions of the Sources and Types of Pressure to Assist Student Athletes
Larry J. Weber, Thomas M. Sherman, and Carmen Tegano
In this research, faculty reported attempts to influence their academic decisions regarding student athletes. In most instances the pressure was not formal or frequently applied, and it appeared to have little influence on faculty judgments or their willingness to assist athletes. Except for isolated situations of a flagrant nature that are sensationalized by the media, the problem seems not to be a major one.
Improving Teaching Effectiveness and Student Learning Through the Use of Faculty Learning Communities
Stephen M. Roth
Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.
Here’s Looking at You, PETE: A Profile of Physical Education Teacher Education Faculty
Michael W. Metzler and Mark S. Freedman
The purpose of this study was to determine several features and opinions of the faculty group who staff preprofessional physical education programs in the United States. A total of 171 college and university faculty members who identified themselves as elementary and/or secondary specialists returned a 33-item questionnaire for this study. This questionnaire was designed to seek demographic data on subjects’ institution, department, faculty, and personal career information. In addition, the questionnaire requested opinions on several topics related to preprofessional physical education programs. The profile sketch of the PETE faculty group described a notably diverse professoriate, with very few commonalities binding them in terms of education, teaching responsibilities, publication records, professional duties, and membership in professional societies. However, there was some agreement within the sample about how well preprofessional programs are faring, and on the steps needed to make programs stronger in the future.
Social Media as a Learning Tool: Sport Management Faculty Perceptions of Digital Pedagogies
Katie Lebel, Karen Danylchuk, and Patti Millar
This research explored the use of social media within the sport management discipline in a North American context, specifically investigating how sport management academicians use social media as a teaching and learning tool. An online survey garnered the social media literacies of sport management faculty (N = 132). Compared with cross-discipline studies that have measured similar interests, sport management faculty appear to have a limited awareness of social media applications. Only 61% of study participants reported having incorporated social media into their course design. While a majority of faculty agreed that the use of social media in education can provide positive enhancement to both teaching and learning, in practice, participant social media teaching strategies were narrowly employed. Results suggest a potential disconnect between the digital pedagogies currently employed by sport management faculty, the expectations of students, and most importantly, the demands of the sport industry.
Racial Differences in Faculty Perceptions of Collegiate Student-Athletes’ Academic and Post-Undergraduate Achievements
Eddie Comeaux
This study employed critical race theory (CRT) as an interpretive framework to explore faculty members’ perceptions about Black and White U.S. college student-athletes’ academic and post-undergraduate accomplishments. Using photo elicitation method, randomly assigned faculty participants responded to a photo and vignette of a student-athlete by race. Results indicated that some faculty held differential feelings toward Black and White student-athletes with respect to their academic and post-undergraduate accomplishments. Such feelings were less favorable for Black male and female student-athletes as compared with their White counterparts. The implications of these findings should be discussed among faculty, student affairs leaders, coaches, and others who frequently interact with student-athletes and are committed to creating more equitable educational environments for all students.
Engaging Faculty in Educational Transformation and Innovation by Connecting to the Campus Mission
Mary E. Rudisill
Over the past 35 years, institutions of higher education have been involved in strategic planning in an attempt to promote their priorities and remain competitive in challenging economic times. Efforts have been made to improve the process and effectiveness of strategic planning over those years. Although strategic planning can be effective, the plan must be created properly and also implemented in an effective manner. Since online learning has become an increasingly important revenue source for many institutions of higher education, as well as an alternative way to provide instruction to students, it is typically included within institutional strategic plans and prioritized for growth. Ensuring that faculty “buy-in” to this goal and strategic priorities requires significant faculty engagement. In this paper, options for implementation and ways to promote engagement are discussed within a case study of how Auburn University kinesiology faculty took part in educational transformation and innovation by connecting to the campus mission.
Characteristics of PETE Doctoral Level Institutions: Descriptions of Programs, Faculty and Doctoral Students
B. Ann Boyce and G. Linda Rikard
The present study of Doctoral PETE programs provided an extensive description of demographic data which included: (a) doctoral program characteristics, (b) faculty, and (c) doctoral graduates. Several data sets from the academic years of 2005–06 and 2008–09 as well as selected summary data from 1996–97 through 2008–09 were used to make comparisons and identify emerging trends. The number of 23 doctoral programs (2008–09) has decreased slightly compared with the 24 programs in 2005–06. Information on faculty and doctoral student ethnicity revealed that doctoral graduates were more diverse than D-PETE faculty. Almost 90% of doctoral graduates enter positions in higher education. There was a slight increase in the number of doctoral students who matriculated over time. Lastly, our graduates including non U.S. graduates are extremely marketable because of the high demand for pedagogists in higher education.
Faculty Perspectives Using Practice-Based Teacher Education in Physical Education
Phillip Ward, Fatih Dervent, Insook Kim, Bomna Ko, Xiuye Xie, Emi Tsuda, José A. Santiago, Peter Iserbyt, and Erhan Devrilmez
) degrees that devoted between two semesters to 3 years to PETE. Enrollments in our programs varied greatly from 35 to 200. Table 2 Faculty and University Demographics Teacher educators Brie David François Iris James Mia Paige Paul Steven Programs East Carolina UniversityUnited States Marmara University
